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COMENIUS PROJECT 2010-2012 INS ESCOLA INDUSTRIAL I D’ARTS I OFICIS DE SABADELL. Maria Calzada i Olivella Patricia Martínez Morales Salvador Orquín Feliu

TEACHER’S BOOK

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Our first year Project has just finished and this

Clil unit is the outcome of it. It relies on the subsidy received by the European Lifelong Learning Programme, whose aim is to support projects and activities that foster interchange, cooperation and mobility between education and training systems within the EU.

Our project, Young people tracing the Industrial Revolution, deals with the idea of studying and comparing the Industrial Revolution period in both countries, Germany and Spain, and specifically, in both cities, Kehl and Sabadell.

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CONTENTS

Planning Template 4

Key competences 9

Session-by-Session overview 11

Symbols legend 13

Session-by-session detailed instructions for implementation 14

SESSION 1: Introduction to the 18th century culture and society 14

SESSION 2: Timeline. The 18th century (I) 21

SESSION 3: Timeline. The 18th century (II) 21

SESSION 4: Daily life in the 18th century. 30

SESSION 5: Inventions (I) 34

SESSION 6: Inventions (II) 34

SESSION 7: The Age of Absolutism. 49

SESSION 8: Final Session. 57

Assessment chart 64

Annexes 66

Annex 1. Images reference 66

Annex 2. Creative Commons License 69

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PLANNING TEMPLATE

UNIT TITLE: 18th century society and culture in Europe.

AUTHORS: Maria Calzada, Patrícia Martínez & Salvador Orquín.

CLASS/AGE: 3rd ESO.

SUBJECT, LANGUAGE and/or TEACHERS INVOLVED: English. Maria, Patrícia & Salvador.

NUMBER OF LESSONS: 8

COE LEVEL: A1 ~ A2

INTRODUCTION TO THE UNIT

This Teaching Unit is in line with the scope of our project Young people tracing the Industrial Revolution, so it discusses the 18th century society and culture in Europe.

OBJECTIVES / GOALS

To value language and communication as a way to understand different cultures as well as their own, so students would be able to be integrated in a plural society.

To understand oral and written texts in different contexts within academic, social and cultural activities.

To be competent in foreign languages as a tool for learning different contents.

To maintain a receptive attitude and be self-confident in language-learning ability.

To understand instructions, questions and messages produced in class related to the usual activities which happen in class.

DOMAIN or TOPIC RELATED CONTENTS. MAIN TARGET KNOWLEDGE

Brief knowledge of:

18th century timeline.

Daily life in the 18th century.

Main inventions in the 18th century.

The Age of Absolutism.

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CONTENT OBLIGATORY/ CONTENT COMPATIBLE LANGUAGE

DISCOURSE GENRE (TEXT TYPE)

Explanation of the concept ‘Estates of the Realm’.

Definition of selected words related to society.

Description of a video.

Research project on inventions.

TERMINOLOGY

DOMAIN or TOPIC SPECIFIC

Encyclopédie, James Watt, aristocracy, bourgeoisie, burgher, clergy, commoner, monarch, peasant, royalty, society, working people, piano, steam engine, mercury thermometer, flying shuttle, flush toilet, submarine, power loom, cotton gin, Franklin stove, absolutism, reign, ruler.

GENERAL ACADEMIC

I agree with, I don’t agree with, I would do, I would not do, I get along with, therefore, however.

SOCIAL & CULTURAL VALUES and PERSONAL & EMOTIONAL DEVELOPMENT

SOCIAL & CULTURAL VALUES: foreign culture consciousness and respect, learn how to collaborate in groups, respect for classmates with different learning abilities, past traditions (18th century) awareness.

PERSONAL & EMOTIONAL DEVELOPMENT: gaining self-confidence when speaking English.

SUMMATIVE ASSESSMENT

TASK: Everything produced by students is assessed. Examples:

- Power Point presentation about inventions.

- Listening comprehension about inventions.

- Written report on absolutism.

- Pre-assessment test.

- Post-assessment test.

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MATERIALS & RESOURCES

MATERIALS: Dossier with learner’s materials: videos, powerpoint, worksheets, tests, websites addresses.

RESOURCES: computer, projector, internet access, assistant teacher.

CREDITS

Thanks to the subsidy received by the European Lifelong Learning Programme, whose aim is to support projects and activities that foster interchange, cooperation and mobility between education and training systems within the EU.

COMMENTS

Creative Commons license in the annex.

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THE PROCESS

LESSON BY LESSON PLANNING OUTLINE

ACTIVITIES AND STEPS TO FOLLOW

SESSION 1: INTRODUCTION TO THE 18TH CENTURY CULTURE AND SOCIETY.

1. Guessing the topic and information about it.

2. Pre-assessment test.

SESSION 2: TIMELINE. THE 18TH CENTURY (I).

1. What a timeline is.

2. Research work: facts and years.

SESSION 3: TIMELINE. THE 18TH CENTURY (II).

1. Revise previous work.

2. Match facts and years in the timeline.

SESSION 4: DAILY LIFE IN THE 18TH CENTURY.

1. Word search.

2. Reading comprehension: Estates of the Realm.

3. Match definitions and words.

APPROXIMATE TIMING and

TYPE OF INTERACTION

SESSION 1: INTRODUCTION TO THE 18TH CENTURY CULTURE AND SOCIETY.

1. T – Class. 15’

2. Ss. 45’

SESSION 2: TIMELINE. THE 18TH CENTURY (I).

1. T – Class. 15’

2. Ss. 45’

SESSION 3: TIMELINE. THE 18TH CENTURY (II).

1. T – Class. 15’

2. Ss. 45’

SESSION 4: DAILY LIFE IN THE 18TH CENTURY.

1. Ss. 15’

2. T – Class 20’

3. Ss. 20’

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LESSON BY LESSON PLANNING OUTLINE

ACTIVITIES AND STEPS TO FOLLOW

SESSION 5: INVENTIONS (I).

1. Power Point presentation about inventions.

2. Video about important inventions.

SESSION 6: INVENTIONS (II).

1. Research work.

SESSION 7: THE AGE OF ABSOLUTISM.

1. Power Point presentations.

2. Definition, characteristics and famous rulers.

SESSION 8: FINAL SESSION.

1. Post-assessment test.

2. Final reflexions.

APPROXIMATE TIMING and

TYPE OF INTERACTION

SESSION 5: INVENTIONS (I).

1. T 25’

2. Ss. 25’

SESSION 6: INVENTIONS (II).

1. Ss. 50’

SESSION 7: THE AGE OF ABSOLUTISM.

1. T – Class. 20’

2. Ss. 35’

SESSION 8: FINAL SESSION.

1. Ss. 45’

2. T – Class 15’

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KEY COMPETENCES

1. Communication in the mother tongue. Although the language used in the implementation of this unit is English, whenever students have problems to communicate in this language they can use their mother tongue.

2. Communication in foreign languages. Throughout this unit, students learn to communicate orally in English. The unit also enhances the competences of listening, writing and reading in English. Students also learn how to interact in English.

3. Digital competences. Throughout this unit, students learn how to deal with information, how to find it and transmit it using different ICTs. They get used to dealing with Computer-mediated communication and Computer-supported collaborative learning is enhanced.

4. Learning to learn. In this unit, students are given different resources to discover information about some topics of the unit. In most cases, they do not receive the information directly from the teacher, so they must find it and select it. This is a chance for them to learn how to learn.

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5. Social and civil competences. With group work and pair work, they learn how to work and live in society. They also learn how to interact and be respectful with other people. Throughout the implementation of this unit, students must also be responsible for their duties.

6. Sense of initiative and entrepreneurship. As students mostly work in pairs or groups, they are given the responsibility to share tasks and cooperate and collaborate in order to complete collective projects. This unit also gives them the chance to be creative in many projects and the opportunity to learn from self-criticism using self-assessment.

7. Cultural awareness and expression. This unit focuses on the eighteenth century culture and society. Every single task makes the student culturally aware and open-minded to other cultures and people.

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Session-by-session overview

SESSION ACTIVITIES TIMING INTERACTION SKILLS ICT ASSESSED

1

Introduction to the 18th century

culture and society

Guessing the topic 15’ T-Class

Pre-assessment test 45’ Ss

2

Timeline. The 18th

century (I)

What a timeline is 15’ T-Class

Research work: facts and years

45’ Ss

3

Timeline. The 18th

century (II)

Revision: previous work

15’ T-Class

Match facts and years in the timeline

45’ Ss

4

Daily life in the 18th century

Word search 15’ Ss

Reading comprehension:

Estates of the Realm

20’

T-Class

Match definitions and words

20’ Ss

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5

Inventions (I)

Power Point presentation

25’ T

Video about important inventions

25’ Ss

6

Inventions (II)

Research work 50’ Ss

7

The Age of Absolutism

Power Point presentations

20’ T-Class

Definition, characteristics and

famous rulers

35’ Ss

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Symbols legend

Other symbols related to the topic

READING ACTIVITY

WRITING ACTIVITY

WORKING WITH COMPUTERS

POWER POINT PRESENTATION

VIDEO

Individual work

Pair work

Group work

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SESSION 1 INTRODUCTION TO THE 18TH CENTURY CULTURE AND SOCIETY

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Session number and name: 1 Pre-assessment

Group: 3ESOComenius Missing pupils:

Date:

Resources: computer, projector

Materials: Pre-assessment test worksheets; Who were these people.ppt

Assessment: active participation in class. Task completion

Activities

Warming-up: ask do you know anything about the 18th century?

Do you know why the 18th century was important for the Industrial Revolution?

Let pupils speak up their opinions and ideas.

Activity 1 Match the words to their definitions

Materials: Pre-assessment test worksheet

Grouping: individual work

Timing: 15’

Interaction: -

Activity development:

Tell students that they are going to work on the Industrial Revolution during the project. Tell them they are going to start with the 18th century antecedents. Comment on the

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objectives of the unit.

Explain them how it will be assessed.

Give each student a Pre-assessment test worksheet in order to see their knowledge about basic data about the 18th century.

Activity 2 Find the names

Materials: Pre-assessment test worksheet

Grouping: pair work

Timing: 5’

Interaction: student-student /student-teacher


Ask pair students to get eight names of 18th century important people in the chart. Ask pairs to speak up the names.

Activity 3 Who were these people?

Materials: Who were these people.ppt


Timing: 10’

Interaction: -


Tell students they are going to see pictures of famous people as well as some information about them. Tell them all names are those ones on activity 2.

Tell them that a student each time is going to read the information on the slide.

Ask them to write the name of these people in exercise B in the Pre-assessment test worksheets.

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PRE-ASSESSMENT TEST

A.-Match the words to their definitions:

………………………… Name used to describe the political and social system in France during period of about 100 years before the Revolution of 1789. The system consisted of a set of governmental institutions and a set of social institutions that were closely related.

………………………… An agricultural worker who generally owns or rents only a small plot of ground.

………………………… A term used to describe a form of monarchical power that is unrestrained by any other institutions, such as churches, legislatures, or social elites.

………………………… A term used to describe the actions of absolute rulers who were influenced by the Enlightenment (eighteenth and early nineteenth century Europe).

………………………… It is a heat engine that performs mechanical work using steam as its working fluid.

………………………… The era in Western philosophy and intellectual, scientific, and cultural life, centered upon the 18th century, in which reason was advocated as the primary source for legitimacy and authority.

………………………… The business of buying and selling items. It’s also called commerce.

………………………… The broad divisions of a hierarchically conceived society, usually distinguishing nobility, clergy and commoners recognized in the Middle Ages and in Early Modern Europe.

………………………… The belief in the importance of individual liberty and equality.

………………………… The first compendium to realize in a modern form a comprehensive scope of topics, discussed in depth and organized in an accessible, systematic method.

-Absolutism -Encyclopedia -Ancien Régime -Steam engine

-Trade -Peasant - Enlightenment -Liberalism

-Estates of the realm -Enlightened despotism

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B.- Who were these people?

See the people you are shown and decide who they were according to the names in the chart.

Image 1: ………………..

Image 2: ………………..

Image 3: ………………..

Image 4: ………………..

Image 5: ………………..

Image 6: ………………..

Image 7: ………………..

Image 8: ………………..

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PRE-ASSESSMENT TEST (ANSWER KEY)


ANCIEN RÉGIME Name used to describe the political and social system in France during period of about 100 years before the Revolution of 1789. The system consisted of a set of governmental institutions and a set of social institutions that were closely related.

PEASANT An agricultural worker who generally owns or rents only a small plot of ground.

ABSOLUTISM A term used to describe a form of monarchical power that is unrestrained by any other institutions, such as churches, legislatures, or social elites.

ENLIGHTENED DESPOTISM A term used to describe the actions of absolute rulers who were influenced by the Enlightenment (eighteenth and early nineteenth century Europe).

STEAM ENGINE It is a heat engine that performs mechanical work using steam as its working fluid.

ENLIGHTENMENT The era in Western philosophy and intellectual, scientific, and cultural life, centered upon the 18th century, in which reason was advocated as the primary source for legitimacy and authority.

TRADE The business of buying and selling items. It’s also called commerce.

ESTATES OF THE REALM The broad divisions of a hierarchically conceived society, usually distinguishing nobility, clergy and commoners recognized in the Middle Ages and in Early Modern Europe.

LIBERALISM The belief in the importance of individual liberty and equality.

ENCYCLOPÉDIE The first compendium to realize in a modern form a comprehensive scope of topics, discussed in depth and organized in an accessible, systematic method.




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Image 1: JEAN JACQUES ROUSSEAU

Image 2: LOUIS XIV OF FRANCE

Image 3: MONTESQUIEU

Image 4: DENIS DIDEROT AND JEAN LE RAND D’ALEMBERT

Image 5: ISAAC NEWTON

Image 6: CHARLES III OF SPAIN

Image 7: VOLTAIRE

Image 8: JAMES WATT

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SESSION 2 - 3 TIMELINE: THE 18TH CENTURY (I) & (II)

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Session number and name: 2 Timeline: the 18th century I

Group: 3ESO Comenius Missing pupils:

Date:

Resources: computers with internet connection, projector

Materials: worksheet

Assessment: hard work in class. Task completion. Participation

Activities

Warming-up: ask pupils whether they know what a timeline is or not.

Elicit from pupils what things are included in a timeline.

Timing: 5’

Activity 1 Match facts and years

Materials: Facts and years worksheet

Grouping: Pair work

Timing: 40’

Interaction: student/student


After handing in the worksheet, tell pupils they have to surf on the given websites to know the year or years when the facts happened. The facts which occurred in Catalonia and Spain are easier to get on the Wikipedia website. They should write down the year or years next to each fact.

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Activity 2 What type of facts have you found?


Grouping: Individual

Timing: 10’

Interaction: teacher/student


10 minutes before finishing the lesson, ask pupils to think about the different types of facts they’ve found: political, economic, social, cultural…

Ask some volunteers to say their results.

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Session number and name: 3 Timeline: the 18th century II


Date:


Materials: worksheets


Activities

Warming-up: ask pupils about the work they did in our last lesson.

Elicit possible doubts or/and worries about the task completion.

Timing: 5’

Activity 1 Match facts and years


Grouping: Pair work

Timing: 25’

Interaction: student/student - teacher/student


After handing in the facts and years worksheet again, tell them they have to finish it on time. They should write down the missing year or years next to each fact. After that, check answers.

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Activity 2 Fill in the timeline

Materials: Timeline worksheet

Grouping: Individual

Timing: 20’

Interaction: -


Each student fills in the timeline in the worksheet. He/she must do it carefully as it is going to be considered as a task result.

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Timeline: the 18th Century

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Write the facts and years on the 18th century timeline. To do this activity you should use the following websites:

Macro history: http://www.fsmitha.com/time/ce18.htm

Wikipedia in English: http://en.wikipedia.org/wiki/Main_Page

1. Declaration of Rights of Man and Citizen. 15. Treaty of Utrecht.

2. The Encyclopédie published. 16. Watt’s steam engine.

3. Kay’s flying shuttle.

4. Catalan ‘Nova Planta’ decree.

5. Napoleon’s coup d’état.

6. War of Spanish Succession.

7. First Economic Society of Friends of the Country in Spain.

8. James Watt creates a condenser for steam engines.

9. Cartwright’s power loom.

10. Montesquieu’s The Spirit of Laws

11. An average of 60.000 slaves exported from Africa per year.

12. Charles III becomes king of Spain.

13. Spanish ports allowed to trade with America.

14. United States Declaration of Independence.

1716 1713 1751 1799 1733

1785 (1707-1716) 1776 1789

1750 1763 1759 1765 1748

1778 1769

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Timeline: the 18th century (answer key)

First Economic Society of Friends of the Country in Spain

War of Spanish Succession Montesquieu’s The Spirit of Laws James Watt creates a condenser for steam engines

Kay’s flying shuttle Charles III becomes king of Spain Cartwright’s power loom Napoleon’s coup d’état

1707‐1716 1733 1748 1750 1759 1763 1765 1785 1789 1799

1713 1716 1751 1769 1776 1778

Treaty of Utrecht The Encyclopédie published United States Declaration of Independence

Catalan ‘Nova planta’ decree Watt’s steam engine Declaration of Rights of Man and Citizen

An average of 60.000 slaves exported from Africa per year Spanish ports allowed to trade with America

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Write the facts and years on the 18th century timeline. To do this activity you should use the following websites: (ANSWERS)

Macro history: http://www.fsmitha.com/time/ce18.htm

Wikipedia in English: http://en.wikipedia.org/wiki/Main_Page

15. Declaration of Rights of Man and Citizen. 1789 15. Treaty of Utrecht. 1713

16. The Encyclopédie published. 1751 16. Watt’s steam engine. 1769

17. Kay’s flying shuttle. 1733

18. Catalan ‘Nova Planta’ decree. 1716

19. Napoleon’s coup d’état. 1799

20. War of Spanish Succession. 1707-1716

21. First Economic Society of Friends of the Country in Spain. 1763

22. James Watt creates a condenser for steam engines. 1765

23. Cartwright’s power loom. 1785

24. Montesquieu’s The Spirit of Laws. 1748

25. An average of 60.000 slaves exported from Africa per year. 1750

26. Charles III becomes king of Spain. 1759

27. Spanish ports allowed to trade with America. 1778

28. United States Declaration of Independence. 1776

1716 1713 1751 1799 1733

1785 (1707-1716) 1776 1789

1750 1763 1759 1765 1748

1778 1769

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SESSION 4 DAILY LIFE IN THE 18TH CENTURY

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Session number and name: 4 Daily life in the 18th century


Date:




Activities

Warming-up: Students start working with a word search with words related to the different divisions in the 18th century society.

Timing: 10’

Activity 1 Reading comprehension

Materials: Estates of the realm reading text.

Grouping: Whole class

Timing: 20’

Interaction: teacher /student


Students read the whole text, paying special attention to the underlined words. These words are related to the different divisions of society in the 18th century. Students make sure they understand all the words.

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Activity 2 Match words with definitions

Materials: Estates of the realm text + definitions

Grouping: Pair work

Timing: 20’

Interaction: Student/student


Using two websites (www.merriam-webster.com; www.thefreedictionarary.com), students try to match the definitions with the underlined words in the text.

Activity 3

Materials: Definitions and text


Timing: 10’

Interaction: Student-Teacher-Student


Activity correction.

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DAILY LIFE IN THE 18THCENTURY

ACTIVITY 1. WARM-UP. Wordsearch

Society in the 18th century

ARISTOCRACY BOURGEOISIE BURGHER CLERGY

COMMONER MONARCH NOBILITY

PEASANT ROYALTY SOCIETY WORKING PEOPLE

www.puzzlemaker.com

O X E H A J K J Y J Z O O E X K L E V U K U G H U B Q L Y X C R O F N H X H P A L P C T W O C C O M M O N E R O A F E V C G P J S G M K H E R F F B Z R O Y A L T Y C P C L U U O V T T V W Y V R G O H P D E U E E H S Y L A N T P H X C H R U R H N A N I S E X C E F E G A W A O O K I A C M L J H O E C J W M R R S V K O E G T R O U V G O A A G Q X P R H A J I Z Y W X N R D Y U U G S M I S A Q O T D B H B B D Y X N H I Z T K L Y T E I C O S B U Y E H

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ACTIVITY 2

Read the following text regarding the society of the 18th century and then match the underlined words with the definitions below.

Use the following websites: http://www.merriam-webster.com/

http://www.thefreedictionary.com/

Estates of the realm

The Estates of the realm were the broad divisions of society, usually distinguishing nobility, clergy, and commoners recognized in the Middle Ages and later in some parts of Europe. While various realms inverted the order of the first two, commoners were universally tertiary, and often further divided into burghers (also known as bourgeoisie) and peasants, and in some regions, there also was a population outside the estates. An estate was usually inherited and based on occupation, similar to a caste.

Legislative bodies or advisory bodies to a monarch were traditionally grouped along lines of these "estates", with the monarch above all three estates.

In France

France under the "Ancien Régime" (before the French Revolution) divided society into three estates: the First Estate (clergy); the Second Estate (nobility); and the Third Estate (commoners). The king was considered part of no estate.

The First Estate comprised the entire clergy, traditionally divided into "higher" and "lower" clergy.

The Second Estate was the French nobility and royalty, other than the monarch himself, who stood outside of the system of estates.

The Third Estate was the generality of people which were not part of the other estates.

It comprised all those who were not members of the aristocracy or the clergy, including peasants, working people and the bourgeoisie.

In Catalonia

The members of the parliament of Catalonia were organized in the Three Estates Catalan:

the "military estate", with representatives of the feudal nobility the "ecclesiastical estate", with representatives of the religious hierarchy the "royal estate", with representatives of the free municipalities under royal privilege

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a. ..........................................: a community, nation, or broad grouping of people having common traditions, institutions, and collective activities and interests.

b. ........................................: a member of a European class of persons tilling the soil as small landowners or as laborers; also : a member of a similar class elsewhere.

c. .........................................: a person of royal Rank.

d. .......................................: a group ordained to perform pastoral or sacerdotal functions in a Christian church. The official or sacerdotal class of a non-Christian religion .

e. .........................................: a member of the middle class: a prosperous solid citizen.

f. ………………………: a person who reigns over a kingdom or empire: as a : a sovereign ruler b : a constitutional king or queen.

g. .......................................: a governing body or upper class usually made up of a hereditary nobility.

h. .....................................: a social order dominated by bourgeois.

i. ………………………….. : the body of persons forming the noble class in a country or state.

j. …………………………..: one who is not of noble rank.

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DAILY LIFE IN THE 18THCENTURY (ANSWER KEY)

ACTIVITY 1. WARM-UP. Wordsearch

Society in the 18th century

ARISTOCRACY BOURGEOISIE

BURGHER CLERGY

COMMONER MONARCH

PEASANT ROYALTY SOCIETY

WORKING PEOPLE

www.puzzlemaker.com

O X E H A J K J Y J Z O O E X K L E V U K U G H U B Q L Y X C R O F N H X H P A L P C T W O C C O M M O N E R O A F E V C G P J S G M K H E R F F B Z R O Y A L T Y C P C L U U O V T T V W Y V R G O H P D E U E E H S Y L A N T P H X C H R U R H N A N I S E X C E F E G A W A O O K I A C M L J H O E C J W M R R S V K O E G T R O U V G O A A G Q X P R H A J I Z Y W X N R D Y U U G S M I S A Q O T D B H B B D Y X N H I Z T K L Y T E I C O S B U Y E H

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ACTIVITY 2

Read the following text regarding the society of the 18th century and then match the underlined words with the definitions below.

Use the following websites: http://www.merriam-webster.com/

http://www.thefreedictionary.com/

Estates of the realm

The Estates of the realm were the broad divisions of society, usually distinguishing nobility, clergy, and commoners recognized in the Middle Ages and later in some parts of Europe. While various realms inverted the order of the first two, commoners were universally tertiary, and often further divided into burghers (also known as bourgeoisie) and peasants, and in some regions, there also was a population outside the estates. An estate was usually inherited and based on occupation, similar to a caste.

Legislative bodies or advisory bodies to a monarch were traditionally grouped along lines of these "estates", with the monarch above all three estates.

In France

France under the "Ancien Régime" (before the French Revolution) divided society into three estates: the First Estate (clergy); the Second Estate (nobility); and the Third Estate (commoners). The king was considered part of no estate.

The First Estate comprised the entire clergy, traditionally divided into "higher" and "lower" clergy.

The Second Estate was the French nobility and royalty, other than the monarch himself, who stood outside of the system of estates.

The Third Estate was the generality of people which were not part of the other estates.

It comprised all those who were not members of the aristocracy or the clergy, including peasants, working people and the bourgeoisie.

In Catalonia

The members of the parliament of Catalonia were organized in the Three Estates Catalan:

the "military estate", with representatives of the feudal nobility the "ecclesiastical estate", with representatives of the religious hierarchy the "royal estate", with representatives of the free municipalities under royal privilege

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a. ............SOCIETY..........: a community, nation, or broad grouping of people having common traditions, institutions, and collective activities and interests.

b. ......PEASANT..........: a member of a European class of persons tilling the soil as small landowners or as laborers; also : a member of a similar class elsewhere.

c. ................ROYALTY.....: a person of royal Rank.

d. ...........CLERGY......: a group ordained to perform pastoral or sacerdotal functions in a Christian church. The official or sacerdotal class of a non-Christian religion .

e. .........BURGHER......: a member of the middle class: a prosperous solid citizen.

f. ……MONARCH: person who reigns over a kingdom or empire: as a : a sovereign ruler b : a constitutional king or queen.

g. ...........ARISTOCRACY.........: a governing body or upper class usually made up of a hereditary nobility.

h. ............BOURGEOISIE.......: a social order dominated by bourgeois.

i. ……NOBILITY.: : the body of persons forming the noble class in a country or state.

j. ………COMMONER..: one who is not of noble rank.

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SESSION 5 - 6 INVENTIONS (I) & (II)

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Session number and name: 5 18th century inventions (I)


Date:




Activities

Warming-up: Students start revising what they learnt in the last session: the different divisions of the 18th century society.

Timing: 10’

Activity 1 Power Point presentation

Materials: Power Point presentation. Worksheet


Timing: 25’



Students pay attention to the power point presentation. They have to match the nine images (all related to different inventions) to numbers 1-9. Then, in pairs and using the net, they have to look for the inventor of each invention.

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Activity 2 Watching a video

Materials: Video + worksheet

Grouping: Individual work

Timing: 25’

Interaction: Student/teacher


Students are going to watch a video about an American teacher talking about the importance

of some of the 18th century inventions. First, they watch the video trying to understand it as a

whole; then, we will listen twice and they will try to complete the transcript with the words in

the box.

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Session number and name: 6 18th century inventions (II)


Date:




Activities

Warming-up: Students start revising what they learnt in the last session: inventions of the 18th century

Timing: 10’

Activity 1 Research

Materials: Internet + worksheet

Grouping: Pair work

Timing: 50’



Research and find out information about all the inventions seen in the previous activity.

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18th century inventions

It may be surprising how many important objects were created in the 18th century. Next time you use your indoor toilet or turn on your light, be thankful for an inventor who was creative in the 18th century when advanced technology was sought by many countries.

While some of the inventions of the 18th century may seem more important than the others, each invention has made a timeless impact on our society today.

A. What is this and who invented it?

Image 1:

Image 2:

Image 3:

Image 4:

Image 5:

Image 6:

Image 7:

Image 8:

Image 9:

Piano mercury thermometer flying shuttle steam engine flush toilet submarine power loom cotton gin

Franklin stove

Bartolomeo Cristofori Gabriel Fahrenheit John Kay James Watt Alexander Cummings David Bushnell Edmund Cartwright

Eli Whitney Benjamin Franklin

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B. Let’s research.

Research and find out information about all the inventions seen in the previous activity. Try to answer the following questions: Who invented it? Where is he/she from?

When was it invented?

Why was it important?

Was this invention important in the 18thcentury?

C. About inventions of the 18th century.

There were many inventions in the 18th century that were critical to the development of the United States, and these inventions included the cotton gin, the Franklin stove and the steam engine. Find out why Eli Whitney's cotton gin was so important to plantation owners with help from an American history teacher in this free video on the 18th century.

http://www.ehow.com/video_4908396_inventions-18th-century.html

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Here you are the video transcript. After having listened to it twice, try to complete it with the words below.

"We're coming now to the eighteenth century and there were a lot of (1)………………….. at that particular time, things that become critically important to the development of the United States. Probably the most important would be the (2) ………………. by Eli Whitney. This allowed the great plantation owners to actually pick out the little pieces of the (3)…………………. and they were just absolutely difficult to do. So they would (4)…………………. the (5)…………………. and get out the dark seeds to make the cotton more (6) ………………... And this was a thing at that time usually done by (7)…………….. So it was a key invention to developing the South and the cotton, the development of cotton and the (8)…………………….. Then we have Benjamin Franklin who we know was constantly inventing, and one of his great inventions was the (9)……………………... Houses were terribly (10)………………… and cold especially those with the stone base. And he devised a metal stove that would (11)……………………… an entire room. And it was forged and made out of (12)…………………… and it had a place on the inside where you could open the door and go and put in more (13)…………………. But he takes full credit for that particular invention and he did have one in his house and in the kitchen. So the Franklin stove, which by the way is still, there are still Franklin stoves used today in housing. It's environmentally pure they say, and they stick out in to your room. We have several friends that have a Franklin stove. So that's an interesting side point. Then we have James Watt. And James Watt invented the(14) …………………... Now there is a very vital invention and this one that revolutionized the cotton looming weaving industry, that's going to go, it's going to really burst in to making the New England colonies, especially those with water power, in to areas where the (15)……………… and (16)………………….. is going to rear its ugly head. They're going to be able to (17) ……………… and the young children would be paid maybe a penny a day and they would run the large looms and oftentimes, their hair was long and pulled back and oftentimes they would get their hair entangled in the loom and they would be killed because their hair literally was scalped off. So the steam engine did a lot of positive things but it also did set up the beginning of child labor. Now there's lots of inventions that came around at that time."

Loom heat chilly logs seed pure

invention slaves exportation steam engine looming

Franklin stove child labour iron gin

cotton gin cotton

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18th century inventions (Answer key)

It may be surprising how many important objects were created in the 18th century. Next time you use your indoor toilet or turn on your light, be thankful for an inventor who was creative in the 18th century when advanced technology was sought by many countries.

While some of the inventions of the 18th century may seem more important than the others, each invention has made a timeless impact on our society today.

A. What is this and who invented it?

Image 1: The Cotton Gin – Eli Whitney

Image 2: Piano – Bartolomeo Cristofori

Image 3: Mercury thermometer – Gabriel Fahrenheit

Image 4: Flying shuttle – John Kay

Image 5:Steam engine – James Watt

Image 6:Franklin Stove – Benjamin Franklin

Image 7: Flush toilet – Alexander Cummings

Image 8: Submarine – David Bushnell

Image 9: Power loom – Edmund Cartwright

Piano mercury thermometer flying shuttle steam engine flush toilet submarine power loom cotton gin

Franklin stove

Bartolomeo Cristofori Gabriel Fahrenheit John Kay James Watt Alexander Cummings David Bushnell Edmund Cartwright

Eli Whitney Benjamin Franklin

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B. Let’s research.

Research and find out information about all the inventions seen in the previous activity. Try to answer the following questions: Who invented it? Where is he/she from?

When was it invented?

Why was it important?

Was this invention important in the 18thcentury?

C. About inventions of the 18th century.

There were many inventions in the 18th century that were critical to the development of the United States, and these inventions included the cotton gin, the Franklin stove and the steam engine. Find out why Eli Whitney's cotton gin was so important to plantation owners with help from an American history teacher in this free video on the 18th century.

http://www.ehow.com/video_4908396_inventions-18th-century.html

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Here you are the video transcript. After having listened to it twice, try to complete it with the words below.

"We're coming now to the eighteenth century and there were a lot of (1)……INVENTION….. at that particular time, things that become critically important to the development of the United States. Probably the most important would be the (2) …COTTON GIN………. by Eli Whitney. This allowed the great plantation owners to actually pick out the little pieces of the (3)…SEED………. and they were just absolutely difficult to do. So they would (4)…GIN…. the (5)…COTTON……. and get out the dark seeds to make the cotton more (6) …PURE……... And this was a thing at that time usually done by (7)…SLAVES.. So it was a key invention to developing the South and the cotton, the development of cotton and the (8)…EXPORTATION….. Then we have Benjamin Franklin who we know was constantly inventing, and one of his great inventions was the (9)……FRANKLIN STOVE... Houses were terribly (10)…CHILLY……… and cold especially those with the stone base. And he devised a metal stove that would (11)…HEAT……… an entire room. And it was forged and made out of (12)…IRON………… and it had a place on the inside where you could open the door and go and put in more (13)…LOGS……. But he takes full credit for that particular invention and he did have one in his house and in the kitchen. So the Franklin stove, which by the way is still, there are still Franklin stoves used today in housing. It's environmentally pure they say, and they stick out in to your room. We have several friends that have a Franklin stove. So that's an interesting side point. Then we have James Watt. And James Watt invented the(14) …STEAM ENGINE…... Now there is a very vital invention and this one that revolutionized the cotton looming weaving industry, that's going to go, it's going to really burst in to making the New England colonies, especially those with water power, in to areas where the (15)……LOOMING… and (16)…CHILD LABOUR.. is going to rear its ugly head. They're going to be able to (17) …LOOM… and the young children would be paid maybe a penny a day and they would run the large looms and oftentimes, their hair was long and pulled back and oftentimes they would get their hair entangled in the loom and they would be killed because their hair literally was scalped off. So the steam engine did a lot of positive things but it also did set up the beginning of child labor. Now there's lots of inventions that came around at that time."

Loom heat chilly logs seed pure

invention slaves exportation steam engine looming

Franklin stove child labour iron gin

cotton gin cotton

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SESSION 7 THE AGE OF ABSOLUTISM

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Session number and name: 7. The Age of Absolutism.


Date:




Activities

Warming-up: Teacher asks students if they know the meaning of the word ‘absolutism’.

Timing: 10’

Activity 1 Power Point presentation

Materials: Power Point presentation


Timing: 20’



Students watch and analyze a power point presentation about the age of Absolutism. Then, they have to complete the chart with the definition and the main characteristics.

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Activity 2 Research word

Materials: The Age of Absolutism +Famous absolute rulers

Grouping: Pair work

Timing: 20’

Interaction: Student/student


Using the Internet, students have to look for the period and the characteristics of the reign of

two rulers, Charles III of Spain and Louis XIV. Then, they have to complete the chart with

another famous ruler.

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THE AGE OF ABSOLUTISM

DEFINITION

CHARACTERISTICS

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FAMOUS ABSOLUTE RULERS

PERIOD CHARACTERISTICS OF HIS REIGN

Charles III of Spain

Louis XIV

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THE AGE OF ABSOLUTISM (ANSWER KEY)

DEFINITION

• Absolutism can be defined as a form of government in which a ruler has no limits on his authority.

• The Age of Absolutism lasted from 1600-1789.

CHARACTERISTICS

• End of feudalism

• Consolidation of the power of the monarch

• Raise of nation-states

• Unification of legal code

• Decrease of influence of church

• Decrease of influence of nobles

• Raise of professional armies

• Growth of professional bureaucracy

• Growth of professional middle class

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FAMOUS ABSOLUTE RULERS

PERIOD CHARACTERISTICS OF HIS REIGN

Charles III of Spain 1716-1788

Charles III, king of Spain (1759–88) and king of Naples (as Charles VII, 1734–59), was one of the “enlightened despots” of the 18th century, who helped lead Spain to a brief cultural and economic revival.

Characteristics of his reign;

1. Defense of Catholicism. The Church was the most important thing for them.

2. Hierarchical society

Louis XIV 1643-1715

Destroyed the power of the nobles with the middle class bureaucracy.

Wars of expansion

Louis’ lavish lifestyle.

Louis constructed the largest and grandest palace in all of Europe, the Palace of Versailles.

• Versailles became the home to the French nobility, whom Louis brought in to be close to him….dependent upon him for favor and power.

• Versailles is a classic example of Baroque art and architecture.

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SESSION 8 FINAL REFLEXIONS

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Session number and name: 8 Post-assessment & final reflexions

Group: 3ESOComenius Missing pupils:

Date:

Resources: computer, projector

Materials: Post-assessment test worksheets; Who were these people.ppt

Assessment: active participation in class. Task completion

Activities

POST – ASSESSMENT TEST

Activity 1 Match the words to their definitions

Materials: Post-assessment test worksheet


Timing: 15’

Interaction: -


Give each student a Post-assessment test worksheet in order to see their knowledge about basic data about the 18th century.

Activity 2 Find the names

Materials: Post-assessment test worksheet

Grouping: pair work

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Timing: 5’

Interaction: student-student /student-teacher


Ask pair students to get eight names of 18th century important people in the chart. Ask pairs to speak up the names.

Activity 3 Who were these people?

Materials: Who were these people.ppt


Timing: 10’

Interaction: -


Tell students they are going to see pictures of famous people as well as some information about them. Tell them all names are those ones on activity 2.

Tell them that a student each time is going to read the information on the slide.

Ask them to write the name of these people in exercise B in the Post-assessment test worksheets.

Activity 4 Final reflexions


Timing: 10’

Interaction: -


Ask them to write what they have learnt throughout the unit. They can write words, sentences or they can draw pictures. They should write it in English.

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POST-ASSESSMENT TEST


………………………… Name used to describe the political and social system in France during period of about 100 years before the Revolution of 1789. The system consisted of a set of governmental institutions and a set of social institutions that were closely related.

………………………… An agricultural worker who generally owns or rents only a small plot of ground.

………………………… A term used to describe a form of monarchical power that is unrestrained by any other institutions, such as churches, legislatures, or social elites.

………………………… A term used to describe the actions of absolute rulers who were influenced by the Enlightenment (eighteenth and early nineteenth century Europe).

………………………… It is a heat engine that performs mechanical work using steam as its working fluid.

………………………… The era in Western philosophy and intellectual, scientific, and cultural life, centered upon the 18th century, in which reason was advocated as the primary source for legitimacy and authority.

………………………… The business of buying and selling items. It’s also called commerce.

………………………… The broad divisions of a hierarchically conceived society, usually distinguishing nobility, clergy and commoners recognized in the Middle Ages and in Early Modern Europe.

………………………… The belief in the importance of individual liberty and equality.




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………………………… The first compendium to realize in a modern form a comprehensive scope of topics, discussed in depth and organized in an accessible, systematic method.



Image 1: ………………..

Image 2: ………………..

Image 3: ………………..

Image 4: ………………..

Image 5: ………………..

Image 6: ………………..

Image 7: ………………..

Image 8: ………………..

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POST-ASSESSMENT TEST (ANSWER KEY)


ANCIEN RÉGIME Name used to describe the political and social system in France during period of about 100 years before the Revolution of 1789. The system consisted of a set of governmental institutions and a set of social institutions that were closely related.

PEASANT An agricultural worker who generally owns or rents only a small plot of ground.

ABSOLUTISM A term used to describe a form of monarchical power that is unrestrained by any other institutions, such as churches, legislatures, or social elites.

ENLIGHTENED DESPOTISM A term used to describe the actions of absolute rulers who were influenced by the Enlightenment (eighteenth and early nineteenth century Europe).

STEAM ENGINE It is a heat engine that performs mechanical work using steam as its working fluid.

ENLIGHTENMENT The era in Western philosophy and intellectual, scientific, and cultural life, centered upon the 18th century, in which reason was advocated as the primary source for legitimacy and authority.

TRADE The business of buying and selling items. It’s also called commerce.

ESTATES OF THE REALM The broad divisions of a hierarchically conceived society, usually distinguishing nobility, clergy and commoners recognized in the Middle Ages and in Early Modern Europe.

LIBERALISM The belief in the importance of individual liberty and equality.

ENCYCLOPÉDIE The first compendium to realize in a modern form a comprehensive scope of topics, discussed in depth and organized in an accessible, systematic method.




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Image 1: JEAN JACQUES ROUSSEAU

Image 2: LOUIS XIV OF FRANCE

Image 3: MONTESQUIEU

Image 4: DENIS DIDEROT AND JEAN LE RAND D’ALEMBERT

Image 5: ISAAC NEWTON

Image 6: CHARLES III OF SPAIN

Image 7: VOLTAIRE

Image 8: JAMES WATT

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ASSESSMENT CHART

SESSION

ACTIVITIES

TIM

ING

TOO

L

CRIT

ERIA

1. Introduction to the 18th century

culture and society

Pre-assessment test

45’ Rubric

Comprehension of general and specific information about the topic

2. Timeline: the 18th century (I)

Research work

45’

Teacher

observation

- General and specific comprehension of oral, written and audiovisual texts.

- Production of written or audiovisual texts within a register appropriate to the

reader.

Use of different kinds of reference materials, audiovisual documents and new

technologies

3. Timeline: the 18th century (II)

Facts and years 45’ Rubric

General and specific comprehension of oral, written and audiovisual texts.

Production of written or audiovisual texts within a register appropriate to the reader.

Interest in collaborating with group work

4. Daily life in the 18th century

Word search

15’ Rubric Identification and use of common linguistic elements in a language

Estates of the Realm

20’ Teacher

observation


Definitions & words

20’ Rubric Production of written or audiovisual texts within a register appropriate to the reader.


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5. Inventions (I)

Video: Inventions

25’ Rubric

General and specific comprehension of oral, written and audiovisual texts, of

different types

6. Inventions (II)

Research work

50’ Teacher

observation




technologies


7. The Age of Absolutism

Definition, characteristics

& famous rulers

35’ Rubric

Teacher observation




technologies

Use of ICT’s to present information

8. Final reflexions

Post-assessment

45’ Rubric

Comprehension of general and specific information about the topic

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ANNEXES

ANNEX 1. IMAGES REFERENCE

REFERENCE IMAGE SOURCE

Image 1

http://upload.wikimedia.org/wikipedia/commons/thumb/b/b7/Jean-Jacques_Rousseau_(painted_portrait).jpg/200px-Jean-Jacques_Rousseau_(painted_portrait).jpg

Image 2

http://3.bp.blogspot.com/_Y_VW1n5Z54A/S9gQu4o9TmI/AAAAAAAACRs/70R3z0NhzSM/s1600/LouisXIV.jpg

Image 3

http://upload.wikimedia.org/wikipedia/commons/7/7e/Montesquieu_1.jpg

Image 4

http://4.bp.blogspot.com/-DCOAo2FSjr4/TVferND63fI/AAAAAAAACI8/HaIqn_BzuiM/s200/dale

mbert%2B1717.bmp

Image 5

http://www.biografiasyvidas.com/biografia/d/fotos/diderot.jpg

Image 6

http://www.biografiasyvidas.com/biografia/n/fotos/newton.jpg

Image 7

http://upload.wikimedia.org/wikipedia/commons/archive/6/6f/20091210190708!Charles_III_of_Spain.jpg

Image 8

http://www.biografiasyvidas.com/biografia/v/fotos/voltaire.jpg

Image 9

http://2.bp.blogspot.com/_g0cqPbwJr0Q/R1QFPLc_osI/AAAAAAAAAAY/0kzm0pn0_zw/s1600-R/Watt_sm.jpg

Image 10

http://www.glogster.com/media/4/32/16/94/32169413.jpg

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Image 11

http://www.freewebs.com/msgitp/loomfull.jpg

Image 12

http://www.glogster.com/media/5/26/71/92/26719242.jpg

Image 13

http://www.pianoworld.com/gallery/cristofori.jpg

Image 14

http://blogs.mccanntech.org/steinerchemistry/files/2010/09/mercury_thermometer.jpg

Image 15

http://1.bp.blogspot.com/-OnYLeeCHeGo/TVnYth940JI/AAAAAAAAAAU/sbXaoMb6IwQ/s1600/s

pinningshuttlekay.jpg

Image 16

http://www.champaignschools.org/central/business/johnson/3rdsp2010/cmason/SE.jpg

Image 17

http://public-domain.zorger.com/samantha-at-the-worlds-fair/cartoon-people-walking-up-ramp-into-giant-furnace-franklin-stove-hot-burn.png

Image 18

http://4.bp.blogspot.com/_mxVROcKNmCI/TKz650DqO0I/AAAAAAAAAGk/0vYodRqlDZw/s1600/82+Antique+Toilet.jpg

Image 19

http://www.robduarte.com/images/big_turtle_right.jpg

Image 20

http://www.freewebs.com/msgitp/loomfull.jpg

Image 21

http://upload.wikimedia.org/wikipedia/commons/archive/5/5c/20100118231348!Palace_of_Versailles.jpg

Image 22

http://www.visitingdc.com/images/versailles-palace-picture.jpg

Image 23

http://www.britannica.com/blogs/wp-content/uploads/2009/04/versailles2.jpg?a14544

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Image 24

http://1.bp.blogspot.com/_rGF8JwBE5qA/S94Z99C1D4I/AAAAAAAAB7I/2q9sOZQN0nE/s1600/versailles.jpg

Image 25

http://travelblog.viator.com/wp-content/uploads/2010/05/versailles1.jpg

Image 26

http://www.marxist.com/images/stories/history/treaty_of_versailles_2.jpg

Image 27

http://www.wayfaring.info/wp-content/uploads/2007/04/palace-of-versailles-3.jpg

Image 28

http://www.bbc.co.uk/radioassets/photos/2007/6/4/21195_2.jpg

Image 29

http://www.smh.com.au/ffximage/2006/07/10/de_nom_wideweb__470x337,0.jpg

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ANNEX 2. CREATIVE COMMONS LICENSE

Documents

YYoouunngg ppeeooppllee ttrraacciinngg tthhee ...blocs.xtec.cat/.../2009/05/Ancien-Régime-CLIL-unit-Teacher-1.pdf · Clil unit is the outcome of it. ... CLASS/AGE: 3rd ESO. SUBJECT,